6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Artifact
Reflection
This artifact involves an unstructured field experience as part of ITEC 7410, Instructional Technology Leadership. This field experience involved participating in professional learning for Microsoft Innovative Educator (MIE) certification. The trainings were held in one-hour sessions with our school’s Instructional Technology Coach, as well as the District Technology Coach. During this experience, I learned how to use components of Office 365, including Forms, Sway, Sharepoint, and Skype, for collaboration and communication, as well as instruction and assessment. As a coach, I could use Forms to create surveys and quizzes to assess teacher needs and knowledge. With Sharepoint, I could make files available that support teacher use of technology, including digital tools, devices, and programs. Skype could be implemented as a form of communication when troubleshooting or giving technical support. By participating in professional learning focused on technology, I am better equipped to train and support colleagues in these same areas. Although I participated in this experience as an individual, I collaborated with colleagues in completing the experience and the learning informed future trainings that I conducted with my team.
This artifact demonstrates my ability to engage in field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. This field experience involved participation in professional development as part of MIE certification, the knowledge from which enabled development of further trainings conducted by me and colleagues for our staff. In synthesizing the content, including how use of these technologies support the goals of our school’s strategic plan, I was able to determine how components of Office 365 could create authentic learning experiences that require use of higher order thinking skills and provide for differentiation through instructional design and assessment uses. Analyzing the data that informs our strategic plan helped support use of these research-based learner-centered strategies to address diverse learning needs. Applying the knowledge, skills, and dispositions was effective in creating digital learning environments for teachers and students, including management of tools and resources, digital citizenship and responsibility, and digital equity. In learning how to select and evaluate the tools and resources necessary for specific learning goals of myself, colleagues, and students, I gained confidence in being a technology leader within my school community.
Through MIE certification professional learning, I learned how to effectively use components of Office 365 for teaching and learning. This enables me to be more productive with lesson planning and accessing content standards from other subject areas, as well as communicating with colleagues concerning technology and content goals. I understand not only how to use Forms, Sway, Sharepoint, and Skype for my own purposes in the classroom, but also how to support and coach other teachers as well. To improve upon the quality of this artifact, I could create further opportunities for communicating with colleagues by creating a collaboration space within OneNote to share tips and ways we are using Office 365 for instruction, assessment, and student engagement.
Our entire staff was involved in this professional learning for MIE certification, so the impact will be seen throughout the school, specifically for teacher communication and collaboration, and for instruction and assessment with students. Faculty is better equipped to use technology such as Forms to assess student knowledge, Sway to implement project-based learning, and Skype to communicate with other classrooms within our building and within the county (such as 4th and 1st grade technology buddies – classes supporting each other through use of digital tools and resources). In addition, faculty is already using Forms to administer staff surveys concerning various team goals involving technology, school climate, and our Strategic Plan. We are moving current files to Sharepoint with a goal of accessibility across grade levels and subject areas. This impact can be assessed by creating further surveys through Forms for teachers and students, and by observing student engagement through use of technology on a daily basis.
This artifact involves an unstructured field experience as part of ITEC 7410, Instructional Technology Leadership. This field experience involved participating in professional learning for Microsoft Innovative Educator (MIE) certification. The trainings were held in one-hour sessions with our school’s Instructional Technology Coach, as well as the District Technology Coach. During this experience, I learned how to use components of Office 365, including Forms, Sway, Sharepoint, and Skype, for collaboration and communication, as well as instruction and assessment. As a coach, I could use Forms to create surveys and quizzes to assess teacher needs and knowledge. With Sharepoint, I could make files available that support teacher use of technology, including digital tools, devices, and programs. Skype could be implemented as a form of communication when troubleshooting or giving technical support. By participating in professional learning focused on technology, I am better equipped to train and support colleagues in these same areas. Although I participated in this experience as an individual, I collaborated with colleagues in completing the experience and the learning informed future trainings that I conducted with my team.
This artifact demonstrates my ability to engage in field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. This field experience involved participation in professional development as part of MIE certification, the knowledge from which enabled development of further trainings conducted by me and colleagues for our staff. In synthesizing the content, including how use of these technologies support the goals of our school’s strategic plan, I was able to determine how components of Office 365 could create authentic learning experiences that require use of higher order thinking skills and provide for differentiation through instructional design and assessment uses. Analyzing the data that informs our strategic plan helped support use of these research-based learner-centered strategies to address diverse learning needs. Applying the knowledge, skills, and dispositions was effective in creating digital learning environments for teachers and students, including management of tools and resources, digital citizenship and responsibility, and digital equity. In learning how to select and evaluate the tools and resources necessary for specific learning goals of myself, colleagues, and students, I gained confidence in being a technology leader within my school community.
Through MIE certification professional learning, I learned how to effectively use components of Office 365 for teaching and learning. This enables me to be more productive with lesson planning and accessing content standards from other subject areas, as well as communicating with colleagues concerning technology and content goals. I understand not only how to use Forms, Sway, Sharepoint, and Skype for my own purposes in the classroom, but also how to support and coach other teachers as well. To improve upon the quality of this artifact, I could create further opportunities for communicating with colleagues by creating a collaboration space within OneNote to share tips and ways we are using Office 365 for instruction, assessment, and student engagement.
Our entire staff was involved in this professional learning for MIE certification, so the impact will be seen throughout the school, specifically for teacher communication and collaboration, and for instruction and assessment with students. Faculty is better equipped to use technology such as Forms to assess student knowledge, Sway to implement project-based learning, and Skype to communicate with other classrooms within our building and within the county (such as 4th and 1st grade technology buddies – classes supporting each other through use of digital tools and resources). In addition, faculty is already using Forms to administer staff surveys concerning various team goals involving technology, school climate, and our Strategic Plan. We are moving current files to Sharepoint with a goal of accessibility across grade levels and subject areas. This impact can be assessed by creating further surveys through Forms for teachers and students, and by observing student engagement through use of technology on a daily basis.